Deze bachelorscriptie onderzoekt descriptieve representatie op gemeenteniveau in Nederland. Dit onderzoek kijkt als een van de eerste onderzoeken naar descriptieve representatie als afhankelijke...Show moreDeze bachelorscriptie onderzoekt descriptieve representatie op gemeenteniveau in Nederland. Dit onderzoek kijkt als een van de eerste onderzoeken naar descriptieve representatie als afhankelijke variabele. Hiermee wordt een wetenschappelijke bijdrage geleverd door te onderzoeken welke factoren een invloed hebben op de mate van descriptieve representatie. In dit onderzoek worden regressieanalyses gebruikt om te onderzoeken of er een correlatie bestaat tussen descriptieve representatie van vrouwen, mensen met een migratieachtergrond en leeftijd als afhankelijke variabelen. Daarnaast gaat het in dit onderzoek om het aandeel hoogopgeleiden, gemiddeld inkomen per persoon en de mate van religieuze aanhang in een gemeente als onafhankelijke variabele. Er wordt geconcludeerd dat opleidingsniveau een positief verband kent met descriptieve representatie. Gemiddeld inkomen kent een negatief verband bij descriptieve representatie van vrouwen en voor mensen van de leeftijd van 18 tot en met 35 jaar. De mate van religieuze aanhang heeft een negatief effect op de descriptieve representatie van vrouwen. Voor migratieachtergrond en leeftijd zijn er in dit onderzoek geen statistisch significante verbanden gevonden.Show less
Dit onderzoek richt zich op uitdagingen en ondersteuningsbehoeften op het gebied van psychosociaal functioneren en zelfredzaamheid van jonge vrouwen vanaf achttien jaar die ongepland zwanger zijn...Show moreDit onderzoek richt zich op uitdagingen en ondersteuningsbehoeften op het gebied van psychosociaal functioneren en zelfredzaamheid van jonge vrouwen vanaf achttien jaar die ongepland zwanger zijn geraakt en een eigen woonplek hebben. De studie is uitgevoerd middels semi-gestructureerde interviews en is kwalitatief van aard. Er is voor een kwalitatieve benadering gekozen omdat op deze manier diepere kennis vergaard kan worden. Daarnaast is gekozen voor een selecte steekproef, waarbij alleen de cliënten van Siriz zijn geworven op vrijwillige basis. De uiteindelijke steekproef bestond uit twee personen. De data zijn geanalyseerd door middel van een inhoudsanalyse om te kunnen achterhalen wat de uitdagingen en behoeften van de ongeplande zwangere vrouwen zijn. Tevens is een literatuuronderzoek uitgevoerd. Uit de literatuur blijkt dat ongeplande zwangerschappen gepaard kunnen gaan met fysieke problemen en een negatievere kijk op hun zwangerschap en bevalling dan vrouwen met een geplande zwangerschap (Karaçam et al., 2011). Echter was er beperkte beschikbare literatuur. De gevonden informatie sluit hierdoor niet volledig aan op de onderzoeksvraag. Het empirisch onderzoek toonde aan dat de deelnemers vooral uitdagingen ervaren op het gebied van gebrekkig contact met eigen opvoeders, financiën, sociale vaardigheden en beide deelnemers hebben geen relatie meer met de biologische vader van hun kinderen. Daarnaast blijkt uit het onderzoek dat de behoeften verschilden per individu. De deelnemers gaven aan behoefte te hebben aan meer duidelijkheid en ondersteuning na de bevalling, aan meer lichaamsbeweging en om te stoppen met roken. Tevens gaven ze aan behoefte te hebben aan opvang of een oppas voor hun kind om werk of studie te kunnen combineren met de verzorging van het kind. Tot slot was er behoefte aan oude leefgewoonten. Om de vrouwen binnen Siriz optimaal te kunnen helpen, is het van belang dat er naar gestreefd wordt om elke ongepland zwangere vrouw de juiste hulp en ondersteuning te bieden bij haar specifieke situatie. Maatwerk is daarom een cruciaal aspect. De ondersteuning kan geboden worden middels voorlichting, trainingen of intensieve een-op-een begeleiding. Geadviseerd wordt dat Siriz zich gaat richten op het bieden van gerichte ondersteuning op de veelvoorkomende uitdagingen en behoeften die in dit onderzoek naar voren zijn gekomen. Dit kan ervoor zorgen dat de ongepland zwangere vrouwen zich beter kunnen redden in het dagelijks leven. Door het bieden van ondersteuning kan de zelfredzaamheid en het psychosociaal functioneren verbeterd worden.Show less
This study examines primary school teachers' knowledge of mathematic teaching and learning trajectories, and didactic models, focusing on the teaching and learning trajectories of 'multi-digit...Show moreThis study examines primary school teachers' knowledge of mathematic teaching and learning trajectories, and didactic models, focusing on the teaching and learning trajectories of 'multi-digit addition and subtraction' and 'time'. The study aims to identify knowledge gaps to ensure teachers have adequate knowledge to meet their students' diverse mathematical needs. Factors like the grade level teachers teach, teaching experience, and instructional methods are also considered. The study uses a questionnaire to assess teachers' understanding, including a sequencing task for arranging arithmetic tasks and identifying didactic model phases. Results show teachers better understand the teaching and learning trajectories for 'multi-digit addition and subtraction' than for 'time' (n = 33). Grade level does not affect the knowledge of teaching and learning trajectories, but less experienced teachers sometimes show more insight. The teaching method used also relates to knowledge levels. Teachers excel at classifying assignments by one didactic model but struggle with another. Regarding knowledge acquisition, it appears that teachers gain more understanding of teaching and learning trajectories, and didactic models after completing their teacher education rather than during it.Show less
Dynamic testing (DT) is a method of testing that includes the provision of a form of feedback and guidance to the testing procedure, and can be used to examine children’s potential for learning in...Show moreDynamic testing (DT) is a method of testing that includes the provision of a form of feedback and guidance to the testing procedure, and can be used to examine children’s potential for learning in various cognitive functions, including working memory (WM). Furthermore, intrinsic motivation (IM) seems to be related to enhanced WM performance and learning, especially in feedback-contexts. However, research on the effectiveness of DT of WM in this age group, as well as the influence of IM, is lacking. Therefore, the current thesis aimed to study the effectiveness of our DT of WM, as well as the influence of IM. The study had a pretest-training-posttest design with two groups. The experimental group received training, whereas control group did not. The sample included 100 typically developing primary school children between 8 and 9 years old (Mage = 8.46, SD = 0.50, 51% girls). Contrary to previous findings, our results showed a decrease from pretest to posttest in WM performance in the control group and a slight increase in performance in the experimental group. Moreover, the children’s IM did not significantly influence the WM improvements when tested dynamically. The findings suggest that the training element in our DT could have protected against the decrease in WM from pretest to posttest and that IM did not have a significant influence on these results. These findings contribute to the field of research by highlighting the importance of factors such as sustained attention and time-on-task effects in the prevention of this decline in WM performance during DT. Besides these factors, future research should look into the effects of age, cognitive load and engagement on the DT of WM and IM to gain a better understanding on how to improve its effectiveness, especially in 8- to 9-year-old children. Further exploration could aid educational professionals in implementing the dynamic approach and supporting children’s learning processes and cognitive development.Show less
For children with Autism Spectrum Disorder (ASD), social contact can be particularly challenging, which can impact their level of peer acceptance. This study aimed to explore the relationship...Show moreFor children with Autism Spectrum Disorder (ASD), social contact can be particularly challenging, which can impact their level of peer acceptance. This study aimed to explore the relationship between social contact and peer acceptance among children with ASD. We hypothesized that children with ASD had fewer contacts and were less accepted by peers than children without ASD. Furthermore, we hypothesized that increased social contact was associated with greater levels of peer acceptance for both children with and without ASD, but less strong for children with ASD in comparison to children without ASD. With a novel approach, this study documented the amount of social contact and the level of peer acceptance of 95 children in two special education schools in the Netherlands. The sample included 46 children with (Mage = 10.2, SD = 1.0) and 49 children without ASD (Mage = 11.3, SD=1.0), with an age range from 8 to 13 years, who were observed through proximity tags to measure social contact, and the LITOP questionnaire was utilized to assess the level of peer acceptance. MANOVA was employed to investigate whether children with ASD had fewer contacts and were less accepted than their peers without ASD and the hierarchical regression analysis was used to examine the potential relationship between social contact and peer acceptance and. Surprisingly, children with ASD engaged in contact with more partners and were more accepted than children without ASD, despite the expectedly shorter duration of contact. Moreover, no significant relation was found between social contact and peer acceptance, for the two groups alike. These findings indicate that peer acceptance may not solely depend on the quantity of contact, but rather on the quality and context. Consequently, it is advised that educators facilitate structured social activities to facilitate finding similar peers and shared interests. Further research is required to gain a deeper understanding of the nature of the contact and its emotional aspects, with the aim of developing more effective strategies for enhancing peer acceptance among children with ASD. This could be achieved through a combination of quantitative measurements, such as proximity tags and qualitative measurement, including observationsShow less
Food waste is a global problem, which necessitates addressing. A pilot (N = 56) and main study (N = 124) used online survey research to explore the expected negative relationship between viewing a...Show moreFood waste is a global problem, which necessitates addressing. A pilot (N = 56) and main study (N = 124) used online survey research to explore the expected negative relationship between viewing a food waste reduction-poster and food waste intentions, the expected negative relationship between self-efficacy and food waste intentions and the expected moderating effect of self-efficacy on the relationship between poster and food waste intentions. In the main study, participants were randomly allocated to a poster (N = 31) or control condition (N = 30) without a poster. Repeated measures ANOVA showed no differences between groups nor within participants when comparing food waste intentions between two measurement points. Regression analyses showed neither a main- nor a moderating effect of self-efficacy on the relationship between seeing the poster and food waste intentions. Limitations, suggestions and implications were discussed and the importance of future research into this subject was highlighted.Show less
Objective Recent research has found conflicting interactions between health and different domains of physical activity (PA). Occupational physical activity (OPA) seems to negatively impact health,...Show moreObjective Recent research has found conflicting interactions between health and different domains of physical activity (PA). Occupational physical activity (OPA) seems to negatively impact health, whereas leisure-time physical activity (LTPA) positively impacts health, a phenomenon known as the physical activity paradox. What remains unclear is how these different domains of PA interact with each other and how their interaction influences health. Therefore, this study aims to investigate the main and interactive effects of OPA and LTPA on physical and mental health. A better understanding of these relations can contribute to more accurate PA advice, indirectly contributing to the closure of socioeconomic health inequalities. Based on previous studies, it was expected that higher OPA would relate to higher physical and mental health problems, while higher LTPA would relate to lower physical and mental health problems. Additionally, this study aimed to answer the research question whether LTPA functions as a buffer for the negative effects of high OPA on health or as an accelerator. Methods To investigate the hypotheses and research question, data from a longitudinal panel study were used. Two data measurement points were used with a one-year time lag. The sample was heterogeneous and consisted of Dutch employees working ≥ 24-hours a week (N = 1578). Results It was found that OPA and LTPA independently did not affect physical or mental health outcomes differently. Additionally, different combinations of OPA and LTPA did not lead to an increase or decrease in both physical mobility or mental health problems one year later. However, the results did show that individuals who had high levels of both OPA and LTPA had the highest chance on developing physical health problems one year later (b = 0.393, p = <0.001). Conclusion This study shows that OPA and LTPA may have different effects on the development of physical health problems, like headache and sleeping problems. The findings suggest that the health benefits of LTPA are affected by the extent of OPA and that a combination of both high OPA and LTPA is the most unfavourable combination. This combination is associated with an increase in physical health problems. Theoretical and practical implications are discussed.Show less
Math is a skill that is relevant throughout life. Therefore, a good mastery of math is crucial for a successful education and career. Previous research indicates that training spatial skills...Show moreMath is a skill that is relevant throughout life. Therefore, a good mastery of math is crucial for a successful education and career. Previous research indicates that training spatial skills improves both math and spatial skills in students. Spatial anxiety might influence the effectiveness of the training. This study aims to determine which spatial training condition works best to improve students' math and spatial skills and what role the spatial anxiety has on this effect. The training in the current research consists of mental rotation tasks. Four training conditions are compared in the current study: concrete, digital, video and control. In the concrete condition, the students can hold a physical figure identical to the task. In the digital condition, the students can turn the figure on their laptop screen. In the video condition, the students can watch a video of the figure turning. In the control condition, the students were not provided with any tools. After correcting for missing values, 189 students from group 7 and 8 of primary schools in the West of The Netherlands participated in the current study. Math and spatial skills were measured through tests. Spatial anxiety was determined using a questionnaire. The results showed that students improved their spatial skills between the pretest and the posttest across all conditions. However, no significant differences were found between the conditions. Math skills improved among students in the control, digital and concrete condition. Spatial anxiety was not found to affect gains in math and spatial skills. These findings were partially aligned with previous research. The differences could possibly be explained by differences in research design or limitations of the current study. Based on this study, several suggestions are made for future research, such as adding an additional control group that does not undergo training.Show less
In Europe, more than half of adults are obese (WHO, 2022). Enhancing the self-regulation of energy intake, the ability to respond to one's own hunger or satiety signals, can reduce the risk of...Show moreIn Europe, more than half of adults are obese (WHO, 2022). Enhancing the self-regulation of energy intake, the ability to respond to one's own hunger or satiety signals, can reduce the risk of obesity (DiSantis et al., 2011). Promoting the self-regulation of energy intake as early as possible in development is therefore crucial. The present study examined the relation between maternal sensitivity in different contexts (during free play and during meals) at 18 months and the child's self-regulation of energy intake at 24 months. The sample consisted of 103 mother-child dyads (41.7% boys), obtained from the longitudinal study "Baby's first bites” (Van der Veek et al., 2019). Maternal sensitivity was measured using “the Ainsworth Maternal Sensitivity Scale” (Ainsworth et al., 1974). The self- regulation of energy intake was assessed using an “Eating in Absence of Hunger” paradigm (Schultink et al., 2021). First, no significant relation was found between maternal sensitivity during free play at 18 months and self-regulation of energy intake at 24 months. Second, maternal sensitivity during mealtime at 18 months was not related to self-regulation of energy intake at 24 months. Finally, maternal sensitivity during free play and during mealtime at 18 months did not make a unique contribution to the child's self-regulation of energy intake at 24 months. This study contributed to the emerging research area of parenting practices and the self-regulation of energy intake. Based on the current research, it cannot be stated that maternal sensitivity contributes to the child's self-regulation of energy intake. Therefore, it is not yet clear how parents can best contribute to good self-regulation of energy intake. Follow-up research is needed.Show less
Primary education teachers can feel incompetent in responding to the needs and behaviors of their pupils, especially those showing disruptive behaviors. By taking the student’s perspective, the...Show morePrimary education teachers can feel incompetent in responding to the needs and behaviors of their pupils, especially those showing disruptive behaviors. By taking the student’s perspective, the teacher should be able to understand the student better and react more responsively. Through this the teacher experiences more positive interactions with the student which contribute to developing and maintaining a positive student-teacher relationship. It is suggested that teachers’ sense of self- efficacy could play a role in the relationship between student-perspective taking and the student- teacher relationship. Therefore, the current study researches the relationship that is described above, and the potential role the teacher’s self-efficacy plays within this. The sample consisted of 133 Dutch regular primary school teachers. Results showed a significant relationship between student-perspective taking and the student-teacher relationship when teachers take the student’s perspective on the level of articulation. The relationship with taking the student’s perspective on the level of positioning, is non-significant. Regarding the role of teachers’ self-efficacy within this relationship, the results show that there is no mediating role. Meanwhile, a significant, positive relationship has been found between the teacher’s self-efficacy and the student-teacher relationship. The findings of this study can be used in developing and shaping interventions for teachers for developing, improving and maintaining positive student-teacher relationships.Show less
